Self-Regulated Learning (SRL) Lab at Utah State University
NEWS
Brief Publication List
Peer Reviewed
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Callan, G. L., Longhurst, D., Ariotti, A., & Bundock, K. (In press). Settings, exchanges, and events: The SEE Framework of self-regulated learning supportive practices, Psychology in the Schools.
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Rubenstein, L. D., Callan, G. L., Shively, K. & Speirs Neumeister, K. (In press). The case of the hungry hippos: Supporting students’ development of problem-finding strategies, Gifted Child Today.
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Callan, G. L., *Yang, N. J., Zhang, Y., Sciuchetti, M. B. (2020). Narrowing the research to practice gap: A primer to self-regulated learning application in school psychology Contemporary School Psychology. Online first
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McClain, B. M., Callan, G. L., Harris, B., Floyd, R. G., *Haverkamp, C., *Golson, M., *Benalli, K., & *Longhurst, D. (2020). Publication bias in school psychology meta-analyses. Journal of School Psychology.
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*Ridgley, R. M., Rubenstein, L. D., & Callan, G. L. (2020). Gifted underachievement within a self-regulated learning framework: Proposing a task-dependent model to guide early identification and intervention. Online first published in Psychology in the schools, 57(9), 1365-1384. doi:10.1002/pits.22408.
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Rubenstein, L. D., Callan, G. L., Speirs Neumeister, K., *Ridgley, R. M., & Hernandez Finch, M. (2020). How problem identification strategies influence creativity outcomes. Contemporary Educational Psychology, online first. doi:10.1016/j.cedpsych.2020.101840.
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Rubenstein, L. D., Callan, G. L., Speirs Neumeister, K., & *Ridgley, R. M. (2020). Finding the problem: How students approach problem identification. Creativity and Thinking Skills, online first. doi:10.1016/j.tsc.2020.100635.
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Bocanegra, J. O., Gubi, A. A., Callan, G. L., & *Clayson, E. (2019). The impact of video exposure on students entering school psychology, Psychology in the Schools, 56(8), 1287-1300. doi:10.1002/pits.22275
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Callan, G. L., & Shim, S. S. (2019). How teachers define and identify self-regulated learning. The Teacher Educator, 54(3), 295-312. doi:10.1080/08878730.2019.1609640
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Bocanegra, J. O., Gubi, A. A., Callan, G. L., Grapin, S., & *McCall, J. (2019). A lack of exposure to school psychology within undergraduate psychology coursework. Teaching of Psychology, 46(3) 208-214. doi:10.1177/0098628319848876
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Callan, G. L., & Cleary, T. J. (2019). Examining cyclical phase relations and predictive influence of self-regulated learning processes on mathematics task performance. Metacognition and Learning, 14(1), 43-63. doi:10.1007/s11409-019-09191-x.
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Rubenstein, L. D., Callan, G. L., *Ridgley, L. M. & *Henderson, A. (2019). Students’ strategic planning and strategy use during creative problem solving: The importance of perspective-taking. Online first, Thinking Skills and Creativity. doi:10.1016/j.tsc.2019.02.004.
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Callan G. L., Rubenstein, L. D., *Ridgley, L. M., & *McCall, J. M. (2019). Measuring the creative process with SRL microanalysis. Online first, Psychology of Aesthetics, Creativity, and the Arts. doi:10.1037/aca0000238.
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Feldon, D. F., Callan, G. L., Juth, S., & *Jeong, S. (2019). Cognitive load as motivational cost. Educational Psychology Review, 31(2), 319-337. doi:10.1007/s10648-019-09464-6
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Gubi, A., Bocanegra, J. O., Callan, G. L., *Giordano, K., Vega, V., & *Espinal, J. (2018). The role of trainers of school psychologists in promoting diversity recruitment. The School Psychologist, 72(3) 18-35.
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Callan, G. L., & Cleary, T. J. (2018). Multi-dimensional assessment of self-regulated learning with middle school math students. School Psychology Quarterly, 33(1) 103-111. doi:10.1037/spq0000198.
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Rubenstein, L. D., Callan, G. L., & *Ridgley, L. M. (2018). Anchoring the creative process within a self-regulated learning framework. Educational Psychology Review, 30(3), 921-945. doi:10.1007/s10648-017-9431-5.
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Pierson E. E., Callan G. L., & Pierson S. K. (2018). An overview of special education law, 504, FERPA, and issues relevant for pediatric neuropsychologists. Journal of Pediatric Neuropsychology, 4(1-2), 27-36. doi:10.1007/s40817-017-0039-y.
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Rubenstein, L. D., *Ridgley, L. M., Callan, G. L., Karami, S., & Ehlinger, J. (2018). How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective. Teaching and Teacher Education, 70, 100-110. Doi:10.1016/j.tate.2017.11.012.
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Callan G. L., Marchant G. J., Finch W. H., & *Flegge L. (2017). Student and school SES, gender, strategy use, and achievement. Psychology in the Schools, 54, 1106-1122. doi:10.1002/pits.22049.
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Callan, G. L., Marchant, G. J., Finch, H. W., & *German, R. L. (2016). Metacognition, strategies, achievement, and demographics: Relationships across countries. Educational Sciences: Theory & Practice, 16, 1485 – 1502. doi:10.12738/estp.2016.5.0137.
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Cleary, T. J., Callan, G. L., Malatesta, J., & Adams, T. (2015). Examining the level of convergence among self-regulated learning microanalytic processes, achievement, and a self-report questionnaire. Journal of Psychoeducational Assessment, 33(5), 439-450. doi:10.1177/073428915594739.
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Cleary, T. J., & Callan, G. L. (2014). Student self-regulated learning in an urban high school: Predictive validity and relations between teacher ratings and student self-reports. Journal of Psychoeducational Assessment, 32(4), 295-305. doi:10.1177/0734282913507653.
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Cleary, T. J., Callan, G. L., & Zimmerman, B. J. (2012). Assessing self-regulation as a cyclical, context specific phenomenon: Overview and analysis of SRL microanalytic protocols. Education Research International, (2012), doi:10.1155/2012/428639.
Book Chapters
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Cleary, T. J., Callan, G. L., & *Pawlo, E. (2020). Self-regulated learning in school contexts. To be published in F. Worrell (Ed.), Cambridge Handbook of Applied School Psychology. Cambridge University Press.
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Cleary, T. J. & Callan, G. L. (2017). Assessing self-regulated learning using microanalytic methods. In D. H. Schunk & J. Greene (Eds.), Handbook of Self-Regulation of Learning and Performance (2nd ed., pp. 338-351). Routledge.
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Cleary, T. J., Callan, G. L., & Rubenstein, L. D. (In review). Academically At-Risk Learners in School Contexts: SRL Characteristics and Intervention Innovations
Other Publications
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Callan, G. L. (2020). Message of Solidarity During Covid-19. American Educational Research Association – Studying and Self-Regulated Learning Special Interest Group Times Magazine, 3(4) 3.
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Callan, G. L., (2020). Dr. Timothy J. Cleary. My mentor and collaborator. A Newsletter dedicated to Tim Cleary recipient of the Barry J. Zimmerman Award. American Educational Research Association – Studying and Self-Regulated Learning Special Interest Group Times Magazine, 3(3) 11.
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Callan, G. L., & *Longhurst, D. (2018, December). Integration of self-regulated learning in educational practice. Newsletter published in American Educational Research Association – Studying and Self-Regulated Learning Special Interest Group Times Magazine, 1(8) 16-17.
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Callan, G. L., Rubenstein, L. D., *McCall, J., & *Ridgley, L. (2018, Spring). Measuring the creative process: Examining an SRL microanalysis protocol for creative problem solving. American Educational Research Association – Studying and Self-Regulated Learning Special Interest Group Spring newsletter, pp. 17.
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Callan, G. L. (2018). Self-regulation. In B. B. Frey (Ed.). The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation, (pp. 1498). Thousand Oaks, CA: Sage Publications Inc. http://dx.doi.org/10.4135/9781506326139.n622
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Callan, G. L. (2014, Summer). 2014 Graduate Student Research Award Paper: The validity of a self-regulated learning microanalytic protocol for mathematical problem solving. American Educational Research Association – Studying and Self-Regulated Learning Special Interest Group newsletter, pp. 3.
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Callan, G. L. (2013, Fall). Measuring self-regulated learning during mathematical problem solving with SRL microanalysis. American Educational Research Association – Studying and Self-Regulated Learning Special Interest Group newsletter, pp. 12-14.
March 2020
Publication
The purpose of this study was to explore the effects of students' strategic approaches to problem identification on their ability to identify problems, solve problems, and develop divergent ideas. Ninety 8th and 9th grade students completed the Torrance Tests of Creative Thinking - Figural (TTCT-F), as a measure of divergent thinking. Then, students responded to semi-structured interview prompts while completing a creative problem solving task (i.e., Creative Problem Solving-Microanalysis Interview Protocol; CPS-MIP). Problem identification strategies were significantly, positively related to (a) problem identification fluency, (b) problem-solving fluency, (c) TTCT-F Elaboration subscale performance, and (d) TTCT-F average standard score; however, the most adaptive strategic approach differed based on outcome measure. Collectively, this study demonstrates the importance of specific problem identification strategies in generating ideas to solve problems.
Lisa DaVia Rubenstein, Gregory L. Callan, Kristie Speirs Neumeistera, Lisa M. Ridgleya, Maria Hernandez Fincha (2020)
February 2020
National Association of School Psychologists Conference (NASP)
David (graduate student) presents at NASP conference in Baltimore, Maryland.
What is NASP?
The National Association of School Psychologists (NASP) represents and supports the profession of school psychology by advancing effective practices to improve students' learning, behavior and mental health, and by maintaining essential standards for ethics and practice. Read more about NASP
November 2019
The first snow of Winter 2019! Ski season, snow shoes, and hot chocolate anyone?
October 2019
September 2019
Describe your image
Describe your image
Describe your image
Describe your image
Greg went to observe the Kokanee Salmon run in Porcupine Reservoir just south of campus. The fall colors are in full swing!
June 2019
Publication
School psychology is experiencing a shortages crisis. Within this two‐part study, the Social Cognitive Career Theory was used to examine the impact of video interventions on students' choice and application to school psychology programs. A sub‐sample of participants were followed across 4 years. Findings suggest that, when measured immediately before and after, a short video intervention had a significant impact on participants' perceived knowledge and intentions to apply to a school psychology training program. ...
Bocanegra, J. O., Gubi, A. A.,
Callan, G. L., & Clayson, E. (In review).
May 2019
Publication
Scholars suggest that a possible contributing factor to the personnel shortage crisis in school psychology is underrepresentation in undergraduate curricula. Most school psychology trainers do not teach at the undergraduate level, thus undergraduate psychology students may not be adequately exposed to school psychology during undergraduate training. Research suggests that increased knowledge and exposure to school psychology are associated with increased intentions for school psychology. ... more
Bocanegra J. O., Gubi A. A., Callan G. L.,
Grapin S. L., & McCall J. (2019)
April 2019
American Educational Research Association
Toronto, ON
(CN Tower picture to left and right)
Dr. Callan was busy presenting, attending meetings/presentations, supporting the SSRL graduate student mentoring lunch, and meeting NSF grant panel staff. He also snuck in some sight seeing.
Rocky Mountain Psychological Association Conference
Denver, CO
Graduate student, David (left), and undergraduate student, Anthony (right), talking about SRL Lab research with conference attendees.
March 2019
Publication
The current study used microanalytic interviews and behavioral traces to examine sequential phase relations among forethought, performance, and self-reflection processes, and to investigate the predictive influence of these processes on mathematics performance of 96 eighth grade students... more
- Callan, G. L. & Cleary, T. J. Metacognition & Learning (2019)
February 2019
Publication
The purpose of this study was to examine specific strategies students discuss before engaging with a creative problem-solving (CPS) task (strategic planning), the strategies they report using during the task (strategy use), and which strategies best predict specific creative outcomes... more
- Callan G. L., Henderson A., Ridgley L. M., & Rubenstein L. D. Thinking Skills and Creativity (2019)
USU staff (Katelyn Oliver) and school psych faculty (Maryellen McClain and Greg Callan) mingling with the celebrities at Sundance Film Festival in Park City, UT (90 minutes from Logan).
School Psych professor team building at
Elevation Rock Gym
Publication
This study utilized a task-specific, structured interview (microanalysis) to examine self-regulated learning (SRL; e.g., self-efficacy, strategic planning, strategy use, and self-evaluation) while students engaged in a creative problem-solving task... more
- Callan, G. L., Rubenstein, L. D., Ridgley, L. M., & McCall, J. R. (2019)
MOAB
2019
Greg visits south Utah for some site-seeing
January 2019
Publication
Research on cognitive load theory (CLT) has focused primarily on identifying the mechanisms and strategies that enhance cognitive learning outcomes. However, CLT researchers have given less attention to the ways in which cognitive load may interact with the motivational and emotional aspects of learning.... more
Feldon D. F., Callan G. L., Juth S., & Jeong S. (2019)
December 2018
Publication
This study examined the convergent and predictive validity of self-regulated learning (SRL) measures situated in mathematics. The sample included 100 eighth graders from a diverse, urban school district. Four measurement formats were examined including, 2 broad-based (i.e., self-report questionnaire and teacher ratings) and 2 task-specific measures (i.e., SRL microanalysis and behavioral traces). ... more
Callan, G. L., & Cleary, T. J. (2018)
September 2018
Giant Soap Bubbles from Mars
OR Salt Lake City, but whatever...
Fun for the Whole Family
Publication
Creativity supports the advancement of all disciplines, providing both individual and societal benefits. Most individuals can demonstrate and improve their creativity; therefore, understanding the creative process is of particular interest to facilitate deliberate development of creative thinkers. Despite copious research of the creative process, the work tends to be fragmented without a unified, general theoretical foundation. ... more
Rubenstein L. D., Callan G. L., & Ridgley L. M. (2018)
February 2018
Publication
This mixed methods study examined teachers' perceptions of creativity using Social Cognitive Theory factors (e.g., personal, behavioral, and environmental). When describing hindrances to creativity, teachers often discussed macro-environmental factors, yet when explaining or defining creativity, teachers often used personal and behavioral characteristics. Teachers did not seem to hold limited views on who can be creative ... more
Rubenstein L. D., Ridgley L. M., Callan G. L., Karami S., & Ehlinger J. (2018)
